• 대한공업교육학회지
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• v.43 no.2
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• pp.24-42
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• 2018

Chemical batteries are indispensable materials, and technologies related to chemical batteries are important as they are linked to various social problems; further, they directly affect our lives. Thus, the topic of chemical batteries is suitable for industrial education. However, there has not been sufficient educational use of chemical batteries in Korea, and existing research materials do not correspond with the present curriculum. The STS teaching-learning materials about chemical batteries in this study were developed by the curriculum development model (preparation, development, improvement) for chemical engineering students in specialized vocational high schools. In the preparation stage, the study topic and the learning objective were selected by analyzing previous research about the STS and chemical battery. At the development stage, STS class plan and teaching-learning materials were developed. In the improvement stage, The STS curriculum plan and the teaching-learning materials were verified by a group of specialists and a survey regarding student satisfaction was conducted. As a result of conducting the class with the teaching-learning materials developed in this study, a positive effect in terms of students' perceptions, understanding and interest.

• Journal of the Korean Chemical Society
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• v.56 no.3
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• pp.371-377
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• 2012

In this study, open inquiry reports of 165 eighth graders in Daegu were analyzed in terms of content area, the types of inquiry hypothesis, and the types of inquiry variables. Before summer vacation, students learned about inquiry process and explored their own inquiry topic for two class hours. During summer vacation, students performed open inquiry including problem selection, designing and performing experiment, data collection, data analysis, and writing report. After the vacation, students submitted their reports, and answered to additional survey regarding the source of inquiry idea, the definition of hypothesis, and the most difficult step of inquiry process. As a result, chemistry was the most dominant content area of the reports and biology and life science were the next. 130 out of 165 reports included inquiry hypotheses, and most of them were predictive hypotheses. In many reports, dependent and independent variables could not be identified because of their ambiguity. However, inquiry variables described in experimental design, which were mostly categorical variables, were clearer than those described in inquiry subject and inquiry hypothesis. The most difficult step of inquiry process for students was to generate an idea for open inquiry.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.774-783
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• 2009

The purpose of this study was to survey the secondary science teachers' viewpoints of basic particles conceptions addressed in science course. The first content of this study was to analyze the secondary science teachers conceptions related to basic particles founded on scientific history viewpoints. The second content was to investigate their understanding of relations between atom, element, and molecule concepts. The third content was to search the factors influenced on basic particles conceptions of science teachers. For this study, 96 secondary science teachers were selected. The data of this study were collected through a questionnaire developed for this study and were analysed using the method of constant comparative analysis. The results showed that their viewpoints towards basic particles were similar to each other regardless of their majors and their conceptions belonged to the past viewpoints. The teachers lacked linking understand among basic particles conceptions because they applied different viewpoints on different problems. Most of the teachers were influenced on science textbooks, guidebooks for teachers, and reference books to form confusing viewpoints of basic particles.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.765-773
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• 2009

The purpose of this study is to identify secondary chemistry teachers' abilities to carry-out experiment lesson successfully. As far as the research method is concerned, literature reviews, analyses of abilities to carry-out experimentation from science textbooks, and a survey of science teachers' perceptions of experimental ability were employed along with the progressive discussions among the authors. In order to identify secondary chemistry teachers' abilities to carry-out experimentation, we divided the experiment lesson into three stages of preparation, conduct and arrangement, and management of lab, and added the stage of safety. Each stage is classified into sub-areas, and the sub-area consists of subordinate elements. The safety stage was included separately to emphasize the importance of the safety issue in lab and experimental activities. The secondary chemistry teachers' abilities to carry-out experimentation are the abilities to perform experiments in person, presupposing the instruction of experiment, and can be featured with the use of reagent and measuring instruments, the preparation of sample, designing experiment, correct experimental habit and skillfulness, data processing, analysis and reasoning, and management of lab and safety.

• Korean Journal of Environment and Ecology
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• v.26 no.1
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• pp.100-112
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• 2012

Governments and related agencies have made efforts to introduce tree burials (TB) as an alternative to solve the problems involved in the traditional funeral manners. Citizens' TB selection rates are, however, still very low. It is important to understand citizens' perceptions and attitudes towards TB to make people more actively participate in TB. This study examined citizens' knowledge, behavioral belief, attitudes towards selecting TB, intentions to select TB, and their relationship with citizens' socio-demographic characteristics. A total of 320 citizens in Gwang-ju, Korea, completed the survey during May, 2011. Results showed that 65.3% of respondents were aware of TB, and many of them (47.6%) obtained information from TV/Radio. Age, education level, marital status and birth order were related with knowledge about TB. Respondents with higher age or higher education level tended to have higher knowledge rates. The married or the non-eldest sons also had higher knowledge rates. Respondents with higher age or higher education level, and the married tended to have more positive attitudes towards selecting TB and to rate 'unconventional funeral customs' high. Respondents with higher age, education level or married respondents tended to have higher intention to select TB. The knowledge level about TB was positively related with attitudes about TB selection and intention to select TB. The results were discussed and some ways to promote TB were suggested.

• Korean Journal of Environment and Ecology
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• v.23 no.3
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• pp.239-249
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• 2009

The objective of the study is to examine the perception of the residents in the Civilian Control Zone (CCZ) and the competent local government officials for nature conservation and local development. A survey was conducted on 265 residents as well as 285 government officials from Paju and Yeoncheon Municipals. Both residents and officials perceived the value of biodiversity, natural ecosystem and landscape in the CCZ and seemed to have a sense of pride regarding it. However, they conceived that nature has not been conserved properly and residents in Yeoncheon showed more concern on this matter than residents in Paju. Overall, residents were more devoted to nature conservation or perceived the importance of accordance with nature conservation in local development, which implicates the sound foundation of perception and good prospect for sustainable development in CCZ. Owing to the difference in situation, there was a significant difference in perception between residents and officials. There is a possibility of conflict in Paju because residents desired more local development, whereas officials showed more purpose for nature conservation. In order to achieve simultaneously local development and nature conservation in CCZ, we should pay special attention to studies on living standards of local residents and scientific surveys on natural resources.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.25-44
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• 2017

This study analyzes the relative importance and priorities on the early childhood teacher's rights using hierarchical analysis process(AHP) and suggests the theoretical and practical implications. We conducted the survey of the practitioners and academics in order to provide comprehensive and balanced discussion on the area of early childhood teacher's rights and sub-factors. The results of analyses show that the professional authority is the most important rights of establishing the early childhood teacher's rights. Second, the results show that the rights to guide young children and to decide on a teaching method are more important than other factors in professional authorities. Third, the results indicate that the right to have an their identity and the right of claim for remuneration are more important than others in the Publicness. In the labor factor, the experts emphasize that the right to make union for early childhood teachers is more important than the right of teachers' union for bargaining. These confirm the difference of the perceptions of the relative importance and priority on the areas of early childhood teacher's rights and sub-factors between the practitioners and academics. Based on these findings, we discuss the implications for improving the early childhood teacher's rights.

• Korean Journal of Social Welfare
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• v.59 no.1
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• pp.117-143
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• 2007

The purpose of this study was to investigate the outcomes and the influential factors that predict outcomes of Personal Assistance Services (PAS). A phone survey was conducted with 201 people with severe disabilities who used PAS services through 10 Centers for Independent Living. Participants reported an increase in subjective health perceptions associated with use of PAS. Participants also reported increased psychological self-reliance as a consequence of using PAS, and high satisfaction with PAS in general. Additionally, the participants reported increased active participation in their communities, increased employment, and high self-confidence in getting or maintaining jobs as outcomes of PAS. Among influential factors predicting the outcomes of PAS, high monthly income and more mean hours of for PAS were positive predictors of psychological self-reliance. Younger age, lower income, and longer duration of service were positively associated with community participation. Longer duration of disability and service use were positive predictors of employment status. Less severe disability and high monthly income were associated with higher self-confidence related to getting or maintaining a job. The results highlight the importance of ensuring the availability of PAS to all Koreans with disabilities who are interested in these services.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.42-53
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• 2010

Identifying students' misconceptions by teachers is the primary step in using constructivist teaching strategies. We investigated how secondary science teachers were aware of students' misconceptions about the particulate nature of matter and analyzed the total number of differences of predicted misconceptions by their background variables. We also investigated how they addressed students' misconceptions in their instruction, and how necessary they thought it was to identify students' misconceptions for teaching science concepts. A survey was administered to 87 science teachers at 28 middle schools in Seoul. Teachers' predictions were compared with the misconceptions of 240 seventh-grade students. The teachers, as a group, identified almost all the misconceptions held by the students. However, they were unable to predict which types of misconceptions were more frequent. The total number of misconceptions predicted by the teachers who had careers of less than 10 years, possessed Master's degrees, or majored in chemical education was significantly higher. Although most teachers stated that knowing students' misconceptions was needed for their instruction, they rarely and simply addressed them in their instructions. Many techers faced misconceptions in classroom activities, and only few teachers found them through publications relating to students' misconceptions, teacher preparation courses and/or in-service training programs. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.535-547
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• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.